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Course Profile Chemistry (SCH4U), Grade 12, University
Preparation, Public
Course Overview
Prerequisite: Chemistry SCH3U, Grade 11, University Preparation
This
course enables students to deepen their understanding of chemistry through the
study of organic chemistry, energy changes and rates of reaction, chemical
systems and equilibrium, electrochemistry, and atomic and molecular structure.
Students will further develop problem-solving and laboratory skills as they
investigate chemical processes, at the same time refining their ability to
communicate scientific information. Emphasis will be placed on the importance
of chemistry in daily life, and on evaluating the impact of chemical technology
on the environment.
Identified in The Ontario
Curriculum, Grades 11 and 12, Science, 2000 (p. 6): SCH4U has three goals:
· to relate science to technology, society, and the environment;
· to develop skills, strategies, and habits of mind required for scientific inquiry;
· to understand basic concepts of science.
The
activities and assessment tasks in this profile reflect the importance of the
three goals and have been developed around clusters of Specific Expectations. A
design down approach was used in developing the overall course and individual
units. The Final Assessment Task for the course was developed first, followed
by the End-of-Unit Tasks. The Expectations in each unit were clustered into
activities that connected together logically and provided the necessary
background knowledge and skills to be applied in the completion of the
End-of-Unit Tasks. However, this is by no means the only possible clustering.
The unit activities were then expanded following each overview chart. Although
this is a deviation from the suggested format, it is not intended to be either
restrictive or prescriptive; instead its intent is to provide teachers with
suggestions for course development. Teachers may adapt the profile to suit
their circumstances and to match their students’ needs while ensuring that all
learning expectations of the course are addressed fully. Such adaptation may
include selection of some but not all of the suggested experiments.
The
paramount task of science education is to equip all students with scientific
literacy – the combination of knowledge, skills, and habits of mind that enable
them to think creatively, reason logically, evaluate information critically,
and communicate effectively. This is an essential base for making productive
and ethical decisions, not only about scientific and technological issues but
in all areas of life.
The
Ontario Curriculum, Grades 11 and 12: Science, 2000 (p. 4) notes that “Achieving excellence in
scientific literacy is not the same as becoming a science specialist.” The
focus in Grade 12 chemistry is scientific literacy for all students, with
preparation for further studies in chemistry and related disciplines for some
students. The policy document goes on to note, “The newer aspects of the
science curriculum – especially those that focus on science, technology,
society, and the environment (STSE) – call for students to deal with the
impacts of science on society and the environment, which includes both the
natural environment and the workplace environment. This requirement brings in
issues that relate to human values. Science can therefore not be viewed as
merely a matter of “facts”; rather, it is a subject in which students learn to
weigh the complex combinations of fact and value that developments in science
and technology have given rise to in modern society.” (p. 4)
This
perspective is consistent with the vision advanced in this profile. The
challenge in delivering the course is to find ways to bring to the classroom an
STSE focus from which the facts and chemistry-specific skills derive naturally.
At the
same time, SCH4U must adequately prepare those students who will opt for
further study of the subject in university and other postsecondary institutions.
It is important to note that SCH4U is a university preparation course and not a
copy of a first year university course in chemistry. Knowledge and skills must
be learned, practised, assessed, and evaluated at a standard that enables
students to realistically assess their aptitude and preparation for success in
further studies in chemistry and possible employment in a related field.
The
Ontario Curriculum, Grades 11 and 12, Science, 2000 contains recommendations regarding teaching
approaches and curriculum expectations that are reflected in this profile and
should be evident in courses developed using this profile as a sample.
·
The
expectations in science courses call for an active, experimental approach to
learning, and require all students to participate regularly in laboratory
activities;
·
Where
opportunity allows, students might be required, as part of their laboratory
activities, to design and conduct research on a real scientific problem for
which the results are unknown;
·
Where
possible, concepts should be introduced in the context of real-world problems
and issues;
·
In all
courses, a list of expectations precedes each strand. These expectations
describe skills that are considered to be essential for scientific
investigation, e.g., skills in research, in the use of materials, and in the
use of units of measurement, and skills required for investigating possible
careers in the subject area. These skills apply to all areas of course content
and must be developed in all strands of the course. Assessment of
students’ mastery of these skills must be included in the evaluation of
students’ achievement of the expectations for the course. These expectations
are Science Investigative Skills (SIS). When developing detailed course plans,
it is recommend teachers use these SIS Expectations as a primary guide. These
skills serve as a lens through which all Expectations in the profile are
interpreted.
As
teachers organize and plan the delivery of Expectations of SCH4U, using and/or
adapting activities described in this profile, they should consider the
following:
·
SCH4U
requires a focus on inquiry skills. Through a variety of investigations,
students describe objects and events, ask questions, construct explanations,
test those explanations against current scientific knowledge, and communicate
their ideas to others. They identify their assumptions, use critical and
logical thinking, and consider alternative explanations. Direct experience with
chemicals, materials, and laboratory equipment is necessary to illuminate
theoretical concepts and develop skills.
·
A
number of activities in this profile have a research focus that requires
accessing information beyond the laboratory or field trip. Students should be
taught how to use all available sources of information – people, print, online
sources, and other media, both within the school and in the community. They
should also be given opportunities to use those skills, and to experience the
challenges that invariably accompany the location and acquisition of valid
information. However, care must be taken that student time is spent primarily
on processing information rather than accessing information, so that the
research does not become an end in itself.
·
The
Expectations are central to all aspects of this profile. The context in which
each unit is delivered, the skills and concepts developed, and the assessment
tasks used must be interconnected, and linked to the Expectations. The
assessment data accumulated throughout the course must be sufficient (in kind
and number) to permit teachers to evaluate the consistent level of performance
for each student in each of the four categories in the Achievement Chart for
Science (The Ontario Curriculum, Grades 11 and 12, Science, 2000 pp.
174–175).
·
Some
of the expectations are given special emphasis in learning activities and are
often revisited. These are expectations that are taught, assessed, evaluated,
and where necessary, revisited using alternate instructional strategies.
·
Students
interpret new information in terms of what they already know. They try to make
sense of what is taught by trying to fit it into their experiences. A key
concept is understood when students examine significant examples that represent
the concept, then create a generalization from those personal experiences. The
teachers must be aware of the experiences that students have had prior to Grade
12 and use them as the basis for new and more complex concepts. Students may
also arrive with misconceptions from prior experience that will interfere with
their ability to understand new concepts. Identifying misconceptions and
revising them using concrete examples may be required at times. A number of
diagnostic tools and activities are suggested throughout the profile.
·
Terminology,
formulae, and algorithms should be viewed by students as tools for describing
observations, solving problems, and communicating ideas, not isolated pieces of
information. It is important to emphasize key skills and concepts without
obscuring them by expecting students to memorize a multitude of facts,
equations, and formulae. (For example, the nomenclature of inorganic and
organic chemicals should be limited to what is helpful to understand key
concepts.) Students could be encouraged to develop reference sheets of
significant formulae, algorithms and concepts for use in class and on tests or
examinations. When the size of the sheet is limited, e.g., to a single-sided sheet
of paper, handwritten, preparation requires that students review their work,
then identify and summarize critical information. Such reference sheets may be
submitted for assessment and evaluation of Learning Skills. Teachers may also
choose to supply a reference sheet for student use. Use of reference sheets
allows teachers to move the focus of evaluation away from factual recall and
toward higher-level thinking skills.
·
Assessment
should focus on the application of terminology to explain concepts and phenomena,
not on terms and definitions in isolation. It is essential that students
understand the concept before acquiring the vocabulary.
·
This
profile describes a chemistry course in which students are encouraged to ask
their own questions and, in many cases, find their own answers by inquiry
(experiment or research). Fundamental to the skill set of a scientifically
literate person/citizen is the ability to ask incisive questions, to interpret
the answers critically, and to identify un-stated assumptions.
·
In
this profile, there is a reduced emphasis on traditional laboratory activities
in which students are provided step-by-step instructions. Teacher
demonstrations can be used in place of these activities and the time saved used
for developing students’ ability to devise and carry out true experimental
inquiry. The teacher’s role is to decide what knowledge and skills students
must have to proceed safely and successfully in a laboratory setting. Many
traditional laboratory exercises can be opened up by rewording statements into
questions, and replacing detailed procedures with a teacher-led class
discussion. This could be followed by a challenge, which requires students to
devise a procedure and confirm with the teacher that safety factors have been
adequately addressed before carrying it out. By making decisions regarding what
data to collect and which format to use for reporting both data and results,
students develop skills of inquiry and communication essential in science.
Resources are listed throughout the unit overviews and the full unit, wherever the writers felt it provided the most support for teachers. The URLs for the websites were verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.
Units in
this course profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/ school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
The
goal of this course is to lead students to develop independent learning
strategies, such as making their own notes from a lesson, drawing connections
across several strands of study, designing and conducting investigations for
which they have generated their own question, and participating in seminars.
This course has been organized around two themes. The first three units –
Chemical Systems and Equilibrium, Energy Changes and Rates of Reaction, and
Electrochemistry – are unified by the theme of chemical reactions. The last two
units, Structure and Properties of Matter and Organic Chemistry, both involve
the study of how the structure of matter affects chemical and physical
properties. Introducing the course through the Chemical Systems and Equilibrium
unit is a non-traditional approach. Courses generally begin with both a
diagnostic assessment and a review of student knowledge and skills. Since the
Equilibrium unit in SCH4U is a direct extension of the Solutions and Solubility
unit of SCH3U, studying it first emphasizes the bridging between the courses
and makes efficient use of the time spent reviewing SCH3U material. Secondly,
the unit provides many opportunities to exercise appropriate lab safety and
inquiry skills that set an appropriate tone early in the course. Thirdly, the
unit’s strong emphasis on wet-lab procedures stimulates students to generate
ideas for the Final Assessment Task early in the course. The second unit,
Energy Changes and Rates of Reactions is a continuation of the study of
chemical reactions focusing on energy changes. It too is very experimentally
based, and provides students with opportunities to generate ideas and practice
skills required for the Final Assessment Task. The third unit is Electrochemistry,
which examines the interconversion of electrical and chemical energy in
chemical reactions. The fourth and fifth units of study are Structure and
Properties of Matter and Organic Chemistry. The latter is an application of the
skills and information acquired in the former. Also, since both these units are
theory intensive, positioning them at the end of the course provides students
with opportunities to exercise more independent learning strategies, e.g.,
taking notes from a lecture, participating in seminars.
|
* Unit
1 |
Chemical
Systems and Equilibrium |
30
hours |
|
Unit 2 |
Energy
Changes and Rates of Reaction |
18
hours |
|
Unit 3 |
Electrochemistry |
18
hours |
|
Unit 4 |
Structure
and Properties of Matter |
16
hours |
|
Unit 5 |
Organic
Chemistry |
16
hours |
|
Unit 6 |
Final
Assessment Tasks |
12
hours |
* This
unit is fully developed in this Course Profile.
Time: 30 hours
Unit
Description
In this
unit, students increase their understanding of solutions to incorporate
equilibrium systems. Students investigate the behaviour of different
equilibrium systems, e.g., liquid-vapour, insoluble salts, weak acids and
bases, and solve problems involving the law of chemical equilibrium. Le
Chatelier’s principle is used to predict how various factors affect a chemical
system at equilibrium. Students explore the importance of equilibrium systems
in their daily lives, e.g., how equilibrium systems optimize the production of
industrial chemicals and the role they play in biological systems. Throughout
the unit the teacher leads students to use more independent learning
strategies, e.g., students generate their own notes and compare these with
teacher expectations. In the End-of-Unit Task, students use their titration
skills and their understanding of molar solubility and the common ion effect to
determine an unknown concentration. Students also complete a written test.
Unit
Overview Chart
|
Activity/Time |
Learning Expectations |
Assessment Categories |
|
|
1.1 |
Introduction
to Equilibrium Systems |
CSV.01,
CSV.02, CSV.03, CS1.01, CS1.02, CS1.03, CS1.07, CS2.01, CS2.02, CS2.03,
CS2.06, CS3.01 |
Knowledge/Understanding
Inquiry |
|
1.2 |
Entropy |
CSV.01,
CS1.04, CS1.05 |
Knowledge/Understanding
Communication |
|
1.3 |
Solubility
of Salts |
CSV.01,
CSV.02, CS1.06, CS1.07, CS2.01, CS2.03, CS2.04, CS2.05, CS2.06, CS3.02 |
Knowledge/Understanding |
|
1.4 |
Acid
Base Equilibrium |
CSV.01,
CSV.02, CS1.07, CS1.08, CS2.01, CS2.03, CS2.06, CS2.07, CS2.08 |
Knowledge/Understanding
Inquiry |
|
1.5 |
Buffer
Solutions |
CSV.01,
CSV.03, CS1.09, CS3.03 |
Knowledge/Understanding
Inquiry |
|
1.6 |
End-of-Unit
Task |
CSV.01,
CSV.02, CSV.03 |
Knowledge/Understanding
Inquiry |
Time: 18
hours
Unit
Description
This unit involves the study of
energy transformations and kinetics of chemical changes. Energy changes for
physical and chemical processes and rates of reaction are studied through
experimental data and calculations. Research is done on the dependence of
chemical technologies and processes on the energetics of chemical reactions.
Students may complete a large quiz at the end of both the Energy Changes and
the Rates of Reaction section. For the End-of-Unit Task, students design and
conduct an experiment to investigate the energy production/absorption and the
rate associated with a chemical reaction. A mid-term examination, if one is
planned, may take place at the end of this unit.
Unit
Overview Chart
|
Activity/Time |
Learning Expectations |
Assessment Categories |
|
|
2.1 |
Enthalpy
and Heats of Reaction |
ECV.01,
ECV02, ECV.03, EC1.01, EC2.01, EC2.03, EC3.01, EC3.02 |
Knowledge/Understanding Inquiry |
|
2.2 |
Hess’s
Law and Thermochemical Equations |
ECV.01,
ECV.02, EC1.02, EC2.01, EC2.02, EC2.04, EC2.05 |
Knowledge/Understanding |
|
2.3 |
Rates
of Reaction |
ECV.01,
ECV.02, ECV.03, EC1.03, EC2.01, EC2.06, EC3.03 |
Knowledge/Understanding |
|
2.4 |
Collision
Theory |
ECV.01,
ECV.02, ECV.03, EC1.03, EC1.04, EC1.05, EC2.01, EC3.04 |
Knowledge/Understanding |
|
2.5 |
Reaction
Mechanism |
ECV.01,
ECV.02, EC1.06, EC2.01 |
Knowledge/Understanding |
|
2.6 |
End-of-Unit
Task: Controlling Reaction Rate |
ECV.01,
ECV.02, ECV.03 |
Knowledge/Understanding |
Enthalpy
and Heats of Reaction
2.1.1 The teacher introduces key concepts related to heats of
reactions pertinent to the lab activity (outlined below) such as: heats of
reactions; calorimeters; specific heat capacity; and enthalpy. Students
determine the heat of a reaction using a calorimeter, and use the data obtained
to calculate the enthalpy change for a reaction, e.g., neutralization of NaOH
with HCl. The teacher may use a checklist to assess the student’s scientific
investigative skills, e.g., use appropriate instruments effectively and
accurately, and express the result to the appropriate number of significant
digits.
2.1.2 Students discuss and compare their results from Activity 2.1.1.
This is followed by a teacher-directed lesson on the energy transformations of
a reaction, with emphasis on the use of appropriate scientific vocabulary,
e.g., activated complex.
2.1.3 Students participate in a seminar activity.
They gather information from a variety of sources to: compare the energy changes
resulting from physical change, chemical reactions and nuclear reactions
(fission and fusion); compare conventional and alternative sources of energy
with respect to efficiency and environmental impact. Working in smaller groups
students discuss and record their findings.
2.1.4 Students research and describe examples of technologies that
depend on exothermic and endothermic changes, e.g., hydrogen rocket fuel, hot
and cold packs, and the primary reaction(s)involved in the processes. They also
investigate careers related to the use and development of these technologies.
Assessment Lab Report – Abstract and Results (Knowledge/Understanding, Inquiry, Communication), Seminar (Knowledge/Understanding, Inquiry, Communication), Research (Inquiry, Making Connections)
Hess’s
Law and Thermochemical Equations
2.2.1 A teacher-directed lesson on: enthalpy of reaction; enthalpy of
formation; thermochemical equations; energy changes as a DH value or as a heat term in the equation; the
difference between heat and enthalpy; Hess’s Law; and the application of Hess’s
Law to determine the net change in enthalpy. Students generate their own note.
2.2.2 Students work in small groups to solve problems calculating the
heat of a reaction using tabulated enthalpies of formation and data obtained
through experimentation.
2.2.3 Students choose a reaction, formulate a question, and design an
experiment to measure the heat of reaction, e.g., reactions that can be
combined to yield the DH of combustion of magnesium or the DH of reaction of calcium metal with cold water.
Assessment Problems (Knowledge/Understanding,
Communication), Lab Report – Procedure and Analysis of Results, (Inquiry,
Communication),
Written Quiz (Knowledge/Understanding, Communication)
Rates of
Reaction
2.3.1 The teacher demonstrates how reaction rates can be measured,
e.g., observe volume of gas for metal and acid. Follow this up with a
brainstorming activity on practical means of measuring various rates of
reactions, including common environmental and industrial reactions.
2.3.2 Students work independently, using several graphs provided by
the teacher and a textbook, to describe the rate of a reaction as a function of
change in concentration of reactant or product with respect to time. They also
express the rate of a reaction as a rate law equation. Students discuss their
findings with the class.
2.3.3 Students work in small groups to: determine patterns in
concentration changes for sets of reactants and products (given data); define
first-order and second-order reactions; classify reactions into correct
reaction-order categories; plot given data to observe any patterns for first
and second order reactions; and explain the half-life of a reaction. Students
generate their own note.
2.3.4 Students formulate a question and design an experiment to
determine the rate of a reaction. The teacher may direct students to a list of
possible reactions from which they can choose. An emphasis is placed on
students defining the method used to determine the rate of the reaction.
2.3.5 The teacher conducts a class discussion about the results of Act
2.3.4 followed with a teacher-directed lesson on potential energy diagrams for
molecules in a system, and the effect of temperature, concentration and
catalysts on the number of reactive molecules.
2.3.6 Students gather information using a variety of sources to
describe the use of catalysts in industry and in biochemical systems, and to
explore related career opportunities.
Assessment Written quiz (Knowledge/Understanding,
Making Connections),
Lab Report – Procedure (Knowledge/Understanding, Inquiry, Communication)
Collision
Theory
2.4.1 The teacher conducts a lesson on the collision theory followed
by group work with model-kits to investigate and simulate particles engaging in
a reaction, e.g., orientation and speed of collision. This is followed by a
class discussion about the rates of several reactions, e.g., oxidation of
metals, explosions, food decay, and catalytic converter reactions. The teacher
describes how some reaction rates can be controlled. Students generate their
own notes and compare them with peers.
2.4.2 Students solve problems using the collision theory and potential
energy diagrams to explain how temperature, surface area, nature of reactants,
catalysts and concentration control the rate of a chemical reaction.
2.4.3. Students select a reaction, e.g., iodine clock reaction,
formulate a question, and design an experiment to control the rate at a given
value by controlling various factors. Students may choose to design a control
mechanism for the reaction used in Act 2.3.4.
Assessment Problem Worksheet (Knowledge/Understanding,
Communication),
Lab Report – Procedure and Results (Inquiry, Communication)
Reaction
Mechanism
2.5.1 The teacher conducts a lesson on reaction mechanisms of a
variety of reactions, both simple and complex, emphasizing that most reactions
occur as a series of elementary steps and that enthalpies of initial reactant
and final product are independent of the reaction mechanism. Show potential
energy diagrams for reaction mechanism.
2.5.2 Provide a worksheet with several problems analysing and
predicting radical formation and reaction mechanisms from potential energy
diagrams.
Assessment Problem Worksheet (Knowledge/Understanding,
Communication),
Written Quiz based on Kinetics (Knowledge/Understanding, Making Connections)
End-of-Unit
Task: Controlling Reaction Rate
2.6.1 Students formulate a question, design, and conduct an experiment
to calculate the heat associated with a particular reaction and to demonstrate
how the rate of the reaction can be controlled. There is also an opportunity to
assess SIS expectations.
2.6.2 This stage of the unit is the unit test or mid-term examination.
Ensure that some questions are designed to assess the Making Connections
Expectations.
Assessment Lab Report (Inquiry, Connections),
Unit Test (Knowledge/Understanding, Making Connections)
Resources
Iodine
Clock – www.ucdsb.on.ca/tiss/stretton/chem2/ratelab1.htm
– www.usoe.k12.ut.us/curr/science/sciber00/8th/matter/sciber/iodine.htm
Science
Teachers’ Resource Centre (Lapeer County Information Depot
– http://chem.lapeer.org/Chem1Docs/Index.html
World of Chemistry, TVO series, 1988 – Episode Molecules In Action
Time:
18 hours
Unit
Description
In this unit, students demonstrate
an understanding of fundamental concepts related to oxidation-reduction and the
interconversion of chemical and electrical energy. Students build and explain
the functioning of simple galvanic and electrolytic cells and use equations to
describe these cells and solve quantitative problems related to electrolysis.
Students describe some uses of batteries and fuel cells, explain the importance
of electrochemical technology to the production and protection of metals and
assess environmental and safety issues associated with these technologies. In
the End-of-Unit Task students design and construct their own battery of a given
voltage.
Unit
Overview Chart
|
Activity/Time/Focus |
Learning Expectations |
Assessment Categories |
|
|
3.1 |
Introduction
to Electrochemistry |
ELV.01,
ELV.03, EL3.03 |
Knowledge/Understanding |
|
3.2 |
Redox
Reactions and Equations |
ELV.01,
ELV.02, EL1.01, EL2.01, EL2.02, EL2.03 |
Knowledge/Understanding |
|
3.3 |
Electrochemical
Cells |
ELV.01,
ELV.02, ELV.03, EL1.02, EL1.03, EL1.04, EL1.06, EL2.01, EL2.02, EL2.04,
EL2.05, EL3.01 |
Knowledge/Understanding |
|
3.4 |
Electrolytic
Cells |
ELV.01,
ELV.02, ELV.03, EL1.02, EL1.05, EL2.01, EL2.04, EL2.06, EL2.07, EL3.02 |
Knowledge/Understanding |
|
3.5 |
End-of-Unit
Task Design
a Battery |
ELV.01,
ELV.02, ELV.03 |
Knowledge/Understanding |
Introduction
to Electrochemistry
3.1.1 Introduce the End-of-Unit Task and remind students to make an
appointment to conference with the teacher about the Final Assessment Task.
Allow time for students to ask clarification questions.
3.1.2 Conduct discussion used to prepare students for the concepts
they will need in this unit with questions such as: Do metals and electrolytic
solutions conduct electricity in the same way? Explain. Why do some drivers in
northern climates often take their car batteries inside on very cold nights?
How can you tell that a nail has corroded? Is corrosion confined to the surface
of a metal? Explain. How does corrosion affect the performance of the nail? If
corrosion is a metal oxide, how might it be formed? How could you predict which
of the following nails would corrode first: one made of iron, one made of
aluminum or one made of stainless steel? What does it mean for something to be
bonded? Are all bonds the same? What are batteries made of and how do they
operate? Why is one battery marked 1.5V and another battery marked 9V? What is
the purpose of sulfuric acid in a car battery? What effects might discarded
batteries have on the environment?
3.1.3 Students take part in a diagnostic
assessment, e.g., short quiz, to assess understanding of the following
concepts: electronegativity and periodic trends; formation and characteristics
of ions; conductivity in metals and salt solutions; covalent bonding; balancing
equations, replacement reactions, and activity series.
3.1.4 The teacher could have several electrochemical cells prepared
for a class discussion of the interconversion of chemical and electrical
energy, such as: 1) an overhead demonstration of a redox reaction, e.g., zinc
metal in a petri dish of copper sulfate solution showing the plating of copper
metal; 2) a strip of zinc and a thermometer suspended in a copper sulfate
solution to observe the heat energy released as the redox reaction occurs; and
3) a galvanic cell connected to a voltmeter or light bulb, e.g., copper and
zinc electrodes immersed in sulfate solutions of their respective ions and
separated by a porous barrier showing the production of electric energy instead
of heat.
3.1.5 The teacher introduces the Research Report. Students research
and assess environmental, health, and safety issues involving electrochemistry,
e.g., the corrosion of metal structures by oxidizing agents, industrial
production of chlorine by electrolysis and its use in the purification of
water, the use of antioxidants BHT (butylated hydroxytoluene) and BHA
(butylhydroxyanisole) as food additives. This activity should be handed in at
the end of the unit.
Assessment Diagnostic
Redox
Reactions and Equations
3.2.1 Conduct lesson on redox reactions; assigning oxidation numbers;
and balancing redox equations using changes in oxidation numbers. Introduce
students to an easy mnemonic device such as OIL RIG.
3.2.2 Students investigate redox reactions and the activity series.
They determine which metal ions are the best/poorest oxidizing agents and which
metals are the strongest/weakest reducing agents, develop an activity series
and identify other common oxidizing and reducing agents.
3.2.3 Conduct a lesson related to balancing redox
equations using the half-cell method.
3.2.4 Students discuss and identify everyday redox reactions, e.g.,
discolouration of fruit, testing of urine for sugar, bioluminescence, rusting
of iron, making of blueprints and cleaning of tarnished silverware.
3.2.5 Students develop a graphic organizer for
this activity.
Assessment Graphic Organizer (Knowledge/Understanding,
Communication),
Quiz (Knowledge/Understanding)
Electrochemical
Cells
3.3.1 Conduct a lesson and demonstration using an electrochemical cell
as a visual aid for introducing terminology, e.g., half-cells, voltage,
current, electrodes, cell potential, potential difference. Students make their
own notes, including a labelled diagram demonstrating the set up.
3.3.2 Create a problem-solving activity for students to determine:
oxidation and reduction half-cell reactions; direction of current flow;
electrode polarity; cell potential; ion movement in typical galvanic cells.
3.3.3 The teacher leads a lesson on: standard potential, reduction
potential, calculating standard reduction potentials, predicting the
spontaneity of redox reaction and overall cell potentials by studying a table
of half-cell reduction potentials.
3.3.4 Through inquiry, students construct electrochemical cells,
measure their cell potentials, and identify and describe the function of the
components.
3.3.5 Students make their own notes, e.g., concept maps, graphic
organizers, embedded notes, etc. from their textbook describing common
electrochemical cells, e.g., lead-acid, nickel-cadmium, and evaluate their
environmental and social impact, e.g., describe how advances in the hydrogen
fuel cell have facilitated the introduction of electric cars. Students
participate in peer assessment of their notes.
3.3.6 Students make their own notes from their
textbook describing corrosion as an electrochemical process, and describing
corrosion-inhibiting techniques, e.g., painting, galvanizing, cathodic
protection. This activity could be assessed with a quiz.
Assessment Quizzes (Knowledge/Understanding, Inquiry,
Making Connections),
Lab Report (Knowledge/Understanding, Inquiry, Communication),
Electrolytic
Cells
3.4.1 The teacher sets up an electrolytic cell as a visual aid for
this lesson, and discusses with students electrolysis, electrolysis of melted
binary salts and of aqueous solutions. Emphasize that electrolytic reactions
are non-spontaneous reactions that take place because of the addition of
electrical energy to the system and that the system undergoes an increase in
potential energy. Students make their own notes including a labelled diagram
demonstrating the set up.
3.4.2 Students make their own notes from their textbook on: how
electrolytic processes are involved in industrial processes, e.g., Inco
Limited’s Canadian electrolytic operation for refining copper; the
electroplating of the Canadian dollar coin at the Sherrit Gordon plant in Fort
Saskatchewan, Alberta; the production of chlorine and sodium at Dow Chemical in
Fort Saskatchewan, Alberta; the production of aluminum, from imported bauxite
ore.
3.4.3 Students make their own notes on the quantitative aspects of
electrolysis, the inter-relationship of time, current, and the amount of
substance produced or consumed in an electrolytic process (Faraday’s Law). As a
check for accuracy, students share the information from this and the previous
lesson with their peers. Students direct clarification questions to the
teacher.
3.4.4 Students solve quantitative problems
related to electrolysis.
3.4.5 Students assemble an electrolytic cell, use equations to
describe the cell, measure through experimentation the mass of metal deposited
by electroplating and apply Faraday’s law to relate the mass of metal deposited
to the amount of charge passed. Students should account for the difference
between theory and observation.
3.4.6 Students identify and describe science- and
technology-based careers related to electrochemistry.
Assessment Quiz (Knowledge/Understanding, Inquiry, Making Connections),
Problems Worksheet (Inquiry), Lab Report (Inquiry, Communication),
Research (Inquiry, Communication, Making Connections)
End-of-Unit
Task: Design a Battery
3.5.1 Students design a battery that produces
5.0V using standard lab materials.
3.5.2 Written Test
Assessment Battery Report (or other method) (Inquiry,
Communication),
Unit Test (Knowledge/Understanding, Making Connections)
Resources
Electrochemistry, TVO Video Series, 1987.
Jaeger,
Dave and Suzanne Weisker. Holt Chemistry: Visualizing Matter Laboratory
Experiments. United States: Holt, Rinehart and Winston, Inc., 1996. ISBN
0-03-095284-0
Jenkins,
Frank et al. Nelson
Chemistry. Nelson
Canada, 1993. ISBN 0-017-603863-9
Tocci,
Salvatore and Claudia Viehland. Holt Chemistry: Visualizing Matter.
United States: Holt, Rinehart and Winston, Inc., 1996. ISBN 0-03-000193-5
Tocci,
Salvatore and Claudia Viehland. Holt Chemistry: Visualizing Matter Study
Guide. United States: Holt, Rinehart and Winston, Inc., 1996. ISBN
0-03-095283-2
Toon,
Ernest R., et al. Foundations
of Chemistry. Holt,
Rinehart and Winston of Canada, Limited, 1990.
ISBN 0-03-922287-X
American Chemical Society
–
http://chemistry.org/portal/Chemistry?PID=acsdisplay.html&DOC=vc2\1rp\rp1_markers.html
Ernest B. Yeager Center for Electrochemical
Sciences (YCES)
–
http://electrochem.cwru.edu/ed/dict.htm#e32
–
http://www.geocities.com/CapeCanaveral/Lab/5875/
– http://www.geocities.com/CapeCanaveral/Lab/5875/
–
http://www.riverdeep.net/science/chemistry_explorer/ce_overviews/catn.ovw_ELC.jhtml
– http://www.snowbirdsoftware.on.ca/
World
of Chemistry, TVO
Video Series, 1988 – World of Chemistry: The Busy Electron
Time: 16 hours
Unit
Description
This unit
increases student understanding of the structure of the atom by exploring the
quantum mechanical model. They describe products and contributions that have
advanced the knowledge of atomic and molecular theory, write electronic
configurations, and explain the relationship between the position of elements
in the periodic table and their properties. Students investigate solids/liquids
and explain how types of chemical bonding account for the properties of ionic,
molecular, covalent network and metallic substances. Students predict molecular
shape using the Valence Shell Electron Pair Repulsion model. The End-of-Unit
Task consists of three parts. First, students analyse the properties of an
unknown solid or liquid to determine the type of substance it is (ionic,
molecular, covalent network or metallic) and explain their observations.
Secondly, students use the Valence Shell Electron Pair Repulsion (VSEPR) theory
to predict the shape and polarity of a molecule. Thirdly, students complete a
written test.
Unit
Overview Chart
|
Activity/Time/Focus |
Learning Expectations |
Assessment Categories |
|
|
4.1 |
Development
of the Model of the Atom |
SPV.01,
SPV.03, SP1.01, SP3.03 |
Inquiry |
|
4.2 |
Quantum
Mechanic Model |
SPV.01,
SPV.02, SPV.03, SP1.02, SP1.03, SP2.01, SP2.02, SP3.01 |
Knowledge/Understanding |
|
4.3 |
Intramolecular
Forces of Attraction |
SPV.01,
SPV.02, SP1.04, SP2.01, SP2.05, SP2.06 |
Knowledge/Understanding |
|
4.4 |
Predicting
Shape |
SPV.01,
SPV.02, SP1.05, SP2.03, SP2.04 |
Knowledge/Understanding |
|
4.5 |
Applications |
SPV.03,
SP3.02 |
Inquiry |
|
4.6 |
End-of-Unit
Task: Testing a Substance |
SPV.01,
SPV.02, SPV.03 |
Knowledge/Understanding |
Development
of the Model of the Atom
4.1.1 Assess and review student understanding of the development of
the atom, covalent bonding, Lewis dot diagrams, and structural diagrams by
means of a diagnostic quiz.
4.1.2 Students observe an atomic line spectrum using hydrogen gas and
spectrometers. This is followed by a teacher-led discussion regarding the
experimental observations and inferences made by Rutherford and Bohr in
developing the planetary model of the hydrogen atom. Students generate their
own notes.
4.1.3 Students participate in a seminar activity. They review
information about advances in Canadian research on atomic and molecular theory,
e.g., the work of R.J. LeRoy at the University of Waterloo in developing the
mathematical technique for determining the radius of molecules, called the
LeRoy Radius. Working in small groups, students discuss the implications of the
recent contributions and make point form notes. Teachers may assess student
Learning Skills.
Assessment Diagnostic Written Quiz, Notes (Inquiry, Communication, Making Connections)
Quantum
Mechanics Model
4.2.1 The teacher directs a lesson describing the
quantum mechanical model of the atom.
4.2.2 Students investigate individual contributions made to the
quantum mechanical model, e.g., Planck, de Broglie, Einstein, Heisenberg, and
Schrodinger and the principles (and rules) required to complete electronic configurations.
4.2.3 Students investigate elements to discover a relationship between
elemental position on the periodic table and their electronic configurations
and properties. They explain their findings to the class or to a group of
peers.
4.2.4 Students formulate a scientific research question and prepare a
visual display or a software presentation based on an application of principles
relating to atomic and molecular structure in analytical chemistry and medical
diagnosis, e.g., infrared spectroscopy, X-ray crystallography, nuclear
medicine, CT scan, MRI.
Assessment Written Quiz (Knowledge/Understanding), Visual Display or Presentation (Knowledge/Understanding, Inquiry, Communication, Making Connections)
Intramolecular
Forces of Attraction
4.3.1 Students complete an experiment and a lab worksheet to determine
the physical properties associated with different types of substances (ionic,
covalent network, molecular and metallic).
4.3.2 The teacher conducts a lesson explaining how the properties of a
solid or liquid depend on the nature of the particles present and the types of
forces between them. The lesson is accompanied by visual representations of the
particles contained within the solids. Students generate their own notes.
4.3.3 Students are provided with an unknown substance and design an
experiment to predict the type of solid formed based on its physical
properties. The teacher may use a checklist to assess scientific investigation
skills.
Assessment Lab Worksheet (Knowledge/Understanding,
Inquiry, Communication),
Lab Report – Procedure and Results (Knowledge/Understanding, Inquiry,
Communication)
Predicting
Shape
4.4.1 The teacher demonstrates the Valence Shell Electron Pair
Repulsion (VSEPR) model (using balloons or plasticine) and explains how the
model can be used to predict molecular shape. Molecular shape is examined
further, along with electronegativity values to predict the polarity of various
substances.
4.4.2 Provide students with a list of molecular
formulae. They determine the structural formula, predict the shape using the
VSEPR model, build the molecule, and predict the polarity for each of the
substances.
Assessment Worksheet (Knowledge/Understanding, Communication)
Applications
4.5.1 Students participate in a seminar activity. They work in small
groups to research and describe a specialized material that has been recently
created based on the structure of matter, chemical bonding, and other
properties of matter, e.g., ceramic technologies, bullet-proof fabric,
superconductors, silicon chips, epoxy resin, superglue. Each group presents
their findings to the class. They may use an electronic presentation if
available.
Assessment Presentation (Inquiry, Communication, Making Connections)
End-of-Unit
Task: Testing a Substance
4.6.1 Provide students with an unknown solid. Students design and
conduct tests to determine the type of solid based on physical properties.
Students explain their findings. There is an opportunity to assess students’
Learning Skills and Investigative Skills.
4.6.2 Students conference individually with the teacher who provides
them with a molecular formula. Students complete the structural formula,
predict the shape, build the molecule, and predict the polarity.
4.6.3 Assign a written test including questions
to assess the student’s ability to Make Connections.
Assessment Type of Solid (Inquiry, Communication),
Molecular Formula (Knowledge/Understanding, Inquiry, Communication),
Unit Test (Knowledge/Understanding, Making Connections)
Resources
Atomic
Structure, TVO
Video Series, 1987.
Chemistry
Learning Centre – http://learn.chem.vt.edu/tutorials/organic/index.html
Atomic
Structure Timeline – www.watertown.k12.wi.us/hs/teachers/buescher/atomtime.html
Atomic
Structure II – www.syvum.com/cgi/online/serve.cgi/squizzes/chem/atomic2.tdf?0
Foundation
Chemistry – www.rjclarkson.demon.co.uk/found/found2.htm
Time: 16 hours
Unit
Description
Students continue the explorations of organic substances that began in Grade 11. They distinguish among the different classes of organic substances including alcohols, aldehydes, ketones, carboxylic acids, esters, ethers, amines and amides, by name and by structural formula. Inquiry skills such as model building and wet laboratory procedures are used to gather data and information about the properties and types of reactions in order to predict and explain observations. Students investigate the production, uses and importance of polymers in our daily lives.
The
End-of-Unit Task involves students assessing the risks and benefits associated
with the development and application of synthetic organic products and using
molecular model kits to predict and explain a reaction.
Unit
Overview Chart
|
Activity/Time/Focus |
Learning Expectations |
Assessment Categories |
|
|
5.1 |
Introduction |
OCV.03,
OC3.03, OC3.04 |
Inquiry |
|
5.2 |
Naming
and Properties of Organic Substances |
OCV.01,
OCV.02, OC1.01, OC1.02, OC2.01, OC2.02, OC2.04 |
Knowledge/Understanding |
|
5.3 |
Chemical
Reactions |
OCV.01,
OCV.02, OC1.03, OC2.03, OC2.05, OC2.06 |
Knowledge/Understanding |
|
5.4 |
Polymer
Chemistry |
OCV.01,
OCV.02, OCV.03, OC1.04, OC2.05, OC3.02 |
Knowledge/Understanding |
|
5.5 |
Organic
Chemistry and Living Organisms |
OCV.01,
OC1.05 |
Knowledge/Understanding |
|
5.6 |
Consumer
Reports |
OCV.03,
OC3.01 |
Knowledge/Understanding |
|
5.7 |
End-of-Unit
Task: Risks and Benefits |
OCV.01,
OCV.02, OCV.03 |
Knowledge/Understanding |
Introduction
5.1.1 Students work in groups of two or three. Each group collects
information from a video, periodical, magazine or any other media source,
pertaining to the use of organic chemistry to improve technical solutions for
identified health, safety and environmental problems. Students make an informed
decision about the risks and benefits associated with the use of the product
and present their findings to the class. (Suggested topics: leaded versus
unleaded gasoline, hydrocarbon propellants versus chlorofluorocarbons.)
Assessment Presentation (Inquiry, Communication, Making Connections)
Naming
and Properties of Organic Substances
5.2.1 The teacher may use a diagnostic tool such as a worksheet or an
informal question/answer period to assess the students’ prior knowledge.
5.2.2 Students work independently (outside of class time) to name
(using the IUPAC system), build models of and identify alcohols, aldehydes,
ketones, carboxylic acids, esters, ethers, amines and amides. They become
familiar with the non-systematic names for some common chemicals such as:
acetone; isopropyl; alcohol; and acetic acid. Students may work on this prior
to the start of the organic unit to promote their personal development as
independent learners.
5.2.3 Students use a graphic organizer to research, predict and
explain physical properties such as: solubility in water; solubility in oil;
molecular polarity; odour; and melting and boiling points of alcohols,
aldehydes, ketones, carboxylic acids, esters, ethers, amines and amides.
Assessment Diagnostic Worksheet
(Knowledge/Understanding),
Assignment (Knowledge/Understanding, Communication),
Graphic Organizer (Knowledge/Understanding, Communication)
Chemical
Reactions
5.3.1 The teacher conducts a lesson describing different types of
chemical reactions, such as substitution, addition, elimination, oxidation,
esterification, and hydrolysis. Students generate their own notes and review
them with other students.
5.3.2 Students work in pairs. The teacher provides each pair with a
list of reactants and the students build models to represent the reactants,
predict the type of reaction and build and name the products. Students complete
a model reaction for the teacher and submit a completed worksheet.
5.3.3 Students design and carry out a lab activity to synthesize an
ester. They investigate the safe use and disposal of required reactants and
products. This is a good opportunity for teachers to assess the student’s
scientific investigation skills, e.g., disposing and handling of organic
materials, using appropriate personal protection.
Assessment Student-Generated Note
(Knowledge/Understanding, Communication),
Reactions Worksheet (Knowledge/Understanding, Communication),
Lab Report – safety and results (Knowledge/Understanding, Inquiry,
Communication)
Polymer
Chemistry
5.4.1 The teacher demonstrates the production of a polymer, e.g.,
nylon, reviews the structure of the reactants, and encourages students to
predict the chemical formula of the product. This is followed by a class
discussion about the processes of addition and condensation polymerization.
Students generate their own notes.
5.4.2 Students participate in a group (Jigsaw) activity. Each expert
group concentrates on a different type of organic substance, e.g., plastics,
pharmaceuticals, synthetic fibres, asphalt. They are responsible for writing a
one-page handout demonstrating an understanding of how the substance is produced,
the chemical formula of the substance, the uses and the importance in our
lives. Students also explore careers related to the development of the product.
The handout is shared with others.
Assessment Note (Knowledge/Understanding,
Communication),
Quiz (Knowledge/Understanding, Communication, Making Connections),
Research Handout (Knowledge/Understanding, Inquiry, Communication)
Organic
Chemistry and Living Organisms
5.5.1 The teacher describes the reactants and the reaction responsible
for the production of fats. This leads to a class discussion describing the
importance of organic compounds present in living organisms. Students
investigate the structure, production, and importance of proteins,
carbohydrates, and nucleic acids. Students generate their own notes.
5.5.2 Students complete a worksheet or selected questions based on
organic compounds present in living organisms.
Assessment Worksheet/Questions (Knowledge/Understanding, Communication)
Consumer
Reports
5.6.1 Students participate in a seminar activity. They research and
review material concerning the validity of promoting consumer goods using terms
such as organic, natural, and chemical. Working in smaller groups, students
discuss their findings.
5.6.2 Students write a letter to a local newspaper informing the
public about the validity of the use of the terms organic, natural, and
chemical in the promotion of consumer goods.
Assessment Letter (Knowledge/Understanding, Inquiry, Communication, Making Connections)
End-of-Unit
Task: Risks and Benefits
5.7.1 Students write a one-to-two page essay or present their findings
in another way, such as a website or concept map, describing the importance of
organic compounds in our daily lives. Students provide evidence with examples
of substances used to improve current health, safety and environmental
problems, and an analysis of the risks and benefits associated with the
development and application of synthetic products.
5.7.2 Students conference individually with the teacher who provides
them with the name(s) of organic reactants. They must complete the following:
build molecular models to represent each reactant, predict the type of
reaction, name and build a model to represent the product(s). The teachers may
choose to provide students with the name(s) of the product(s) and ask students
to predict the reactants and type of reaction. There is also an opportunity to
assess students’ Learning Skills.
5.7.3 Written Test.
Assessment Essay/Other (Inquiry, Communication, Making
Connections),
Molecular Model Activity (Inquiry, Communication, Making Connections),
Unit Test (Knowledge/Understanding, Making Connections)
Resources
Chemistry
Learning Centre – http://learn.chem.vt.edu/tutorials/organic/index.html
General,
Organic and Biochem – http://ull.chemistry.uakron.edu/genobc/
Organic
Chemistry Resources Worldwide – http://www.organicworldwide.net/
IUPAC
Nomenclature – http://www.acdlabs.com/iupac/nomenclature/
The
Canadian Society for Chemistry Organic Division –
http://publish.uwo.ca/~mworkent/orgdiv/
Mansfield
University – http://www.mnsfld.edu/~bganong/102.html
Organic
Chemistry, TVO
Video Series, 1987.
World of Chemistry, TVO Video Series, 1988 – World of Chemistry: Carbon.
Time: 12 hours
Unit
Description
This
course has provided students with numerous and varied opportunities to
demonstrate the full extent of their achievement of the curriculum
expectations, across all four categories of knowledge and skills. Thirty per
cent of the final grade will be based on a final evaluation in the form of a
written examination and a Performance Task administered towards the end of the
course. The Written Examination need not cover all four Achievement Chart
categories if a portion of the expectations in a particular category are
addressed through the Performance Task. The Performance Task requires students
to design and conduct an experiment to investigate a self-generated question
pertaining to information studied in one or more of the units in the course.
Students will be expected to demonstrate a high degree of scientific literacy
in communicating their planning activity and their results.
Unit
Overview Chart
|
Activity/Time/Focus |
Learning Expectations |
Assessment Categories |
|
|
6.1 |
Performance
Task |
Any of
V.01 and corresponding V.02 and V.03 |
Inquiry |
|
6.2 |
Written
Examination |
CSV.01,
CSV.02, CSV.03, ECV.01, ECV.02, ECV.03, ELV.01, ELV.02, ELV.03, SPV.01,
SPV.02, SPV.03, OCV.01, OCV.02, OCV.03 |
Knowledge/Understanding |
6.1 The goal of this portion of the Final Performance Task is to allow the university-bound student an opportunity to pursue an interest in chemistry outside the regular curriculum and to demonstrate their knowledge and expertise by engaging in a series of tasks: research; investigation; hypothesizing; verifying; organizing; and presenting. The specific objectives of this unit are to: act as a vehicle for the exploration of some genuine interest; provide experience in independent thinking; give students the opportunity to demonstrate excellence in research and presentation; provide motivated students with an opportunity to work on an enriching and challenging project.
The role of the teacher is to: provide access to a choice of suitable project topics and supply suitable resources where necessary; provide ongoing support and maintain overall control of the project; ensure that all safety and waste disposal requirements are met; evaluate the process forms, final report and peer evaluation forms.
The role of the student is to: choose a suitable topic; do the background research necessary to ensure that the investigation proceeds to completion; schedule the lab work necessary and ensure that it is done under the proper supervision and conditions; maintain a record of their time spent on activities in a log; maintain the agreed-upon schedule to completion; prepare and submit the process forms, final reports and peer evaluations forms on time and in an acceptable format. Probably the single most difficult part of the Performance Task for students is the choice of a good research question; refer to Planning Notes for Activity 1.1 and Activity 1.1.2.
Students’ search for a Performance Task question should begin with an inventory of personal interests and related chemical/scientific topics as early in the course as possible. Since all research begins with a question, students should be given the opportunity to ask their own research question and follow through with an experimental investigation. It should also be pointed out that a Performance Task that follows the true “Scientific Method” is deemed superior to one that only follows a pre-written procedure.
The following items could be included in the experimental design proposal and discussed with the teacher in a student-teacher conference:
· identification of the dependent, independent and controlled variables;
· a labelled diagram of the experimental set up;
· a list of all required chemicals, their required concentrations/masses;
· a list of all required equipment;
· a detailed, step-by-step procedure that indicates how the dependent variable will be measured and how the controlled variables will be kept constant;
· an outline of the observations/data tables;
· a description of how the observations/data will be analysed;
· possible sources of error and ways to minimize error;
· safety concerns and waste disposal.
The
importance of lab work in the Performance Task cannot be overstated; the
results of experimental work are necessary in order to write the scientific lab
report. There is also an opportunity to evaluate student Learning Skills and
Investigative Skills.
6.2 Written Examination
Assessment Inquiry Activity (Inquiry, Communication,
Making Connections),
Final Exam (Knowledge/Understanding, Making Connections)
Resources
Science
Teachers’ Resource Center Lapeer County Information Depot
– http://chem.lapeer.org/Chem1Docs/Index.html
Rubric design (Salina High School South)
– http://www.usd305.com/south/teachers/pitts/projects/projectpaper.html
Since
the over riding aims of this course are to develop scientific literacy in all
students and to prepare students for science courses at university, teachers
should use a wide variety of instructional strategies to provide learning
opportunities that accommodate a range of learning styles and interests.
In
planning activities for chemistry class, ensure that your students have:
·
opportunities
to work individually, in pairs and small groups, and in large groups;
·
direct
instruction as well as opportunities for open-ended exploration;
·
opportunities
to develop concepts themselves from observed data;
·
tasks
in which they define some of the parameters (such as scope or procedure);
·
opportunities
to acquire knowledge and apply that knowledge in a variety of contexts;
·
opportunities
to communicate using standard formats (such as lab reports) as well as
opportunities to choose and develop the format;
·
opportunities
to develop skills that would assist them in being successful at university:
note taking during a lecture, examination preparation, multiple choice test
taking, in-depth, independent research, report writing, and time management.
Students
need to be informed in advance of methods of assessment and evaluation. From
the beginning, students should understand the nature and scope of the course’s
final assessment tasks and how the completion of the End-of-Unit Tasks assists
them in gaining the skills and knowledge necessary for its successful
completion. Expectations are presented in such a way as to prepare students for
the End-of-Unit Tasks. Assessment and evaluation then become an integral part
of the teaching/learning strategies.
Lesson
design should evolve during the course. Initially lessons could centre around
the familiar guided discovery approach, but the final unit(s) of the course
could be organized around a lecture, laboratory, tutorial and seminar format.
Early experiences with the use of the lecture format should include assessment
opportunities. The adequacy of recorded notes may be assessed by the teacher,
peers or self, using a checklist; they may also be assessed by the teacher by
means of an open-note quiz.
Seminars can be used to enhance class
discussions of science issues as they relate to technology and the environment.
An article, selected by the teacher or students, could be assigned for
pre-reading prior to the seminar. A quiz could be used to assess whether the
article had been read before involving the class in a teacher or student-led
discussion. Teacher-led discussions could occur near the start of the course
with student-led discussions taking place later in the course.
Many
of the Learning Expectations describe Inquiry Skills. Students should be given
repeated opportunities to carry out genuine inquiries in which they are
responsible for defining one or more of the components of the inquiry: the
topic or question, the methodology, the mode of presentation, the criteria of
success. In this chemistry course students should have multiple opportunities
to practise a variety of inquiry styles, including the following:
·
Research: accessing information that has
already been previously gathered, selecting the relevant details, analysing
that information for patterns and meaning, and communicating their findings or
conclusion. This will require instruction and practice in techniques for
effective use of library/resource centre resources, searching the Internet and
interviewing experts.
·
Experimentation: developing questions, identifying
controls and variables, designing the experimental procedure, observing and
measuring, analysing the data for patterns and meaning, and communicating
conclusions. This may occur in laboratories or the field. Ensure that
laboratory techniques and safety procedures are taught and assessed.
·
Design/Innovation: applying knowledge to define a
problem or challenge, setting criteria for a satisfactory solution, devising
and executing a procedure, and assessing the result.
Every
inquiry should be driven by a clear question that is manageable and has
relevance to the students. Students should be given instruction and repeated
practice in:
· identifying and refining good inquiry questions;
· developing testable hypotheses;
· setting the parameters of the solutions;
· assessing results.
All
forms of inquiry as well as other activities throughout the course develop Communication
Skills. Although the traditional written report is one form of
communication, students need to describe what they do and what they learn in
other formats as well – such as poster presentations, computer presentations,
video, music. Through various formats of co-operative learning, they discuss,
debate, and reflect on their own thinking and learning.
In
addition to key chemical concepts, every learning activity should identify a
technique or skills that will be taught or reinforced and assessed. Over the
length of the course, all skills required to meet the Overall Expectations
should be practised repeatedly in a variety of contexts.
Initially,
the teacher may assign specific review exercises from a textbook or other
resource. Later students could simply be told to complete the questions that
they feel are necessary to ensure their own understanding of the concepts.
Computer
applications should be included in activities whenever they enhance student
learning by enabling them to complete work more efficiently or to complete work
that otherwise could not be done. A wide variety of software tools should be
used to record and display information. Examples include word-processing, e.g.,
reports, spreadsheets; class data from measurements taken in the laboratory;
graphics; flow charts; concept maps; diagrams of investigations; databases;
gathering small groups or individual’s observations into class sets; collecting
data from replicated experiments, and electronic presentation. Probeware should
be used to collect data (e.g., to permit replications of experiments where
complex procedures would limit students to single experiments). Simulations may
substitute for experiences but should not be used to replace direct experiences
that are safe, ethical, and available. The portability of calculator-based
laboratory systems makes them useful for work outside the classroom.
Online
communication between teacher and students could occur throughout the course.
Homework assignments and answers could be posted, along with reminders about
upcoming assignment deadlines and evaluation dates. Sample exam questions could
be included and links made to pertinent sites, covering a variety of STSE
topic. Online tutorials could be arranged and one of the later units in the
course could be presented online. Many of these experiences will mirror what
students will encounter at university.
A
number of group activities are described in this profile. These allow students
opportunities to practise and be assessed and evaluated for Teamwork, one of
the five Learning Skills. Teamwork is often identified as a key employability
skill. Initiative, Organization, and Work Habits/Homework, three other Learning
Skills, can be practised, assessed, and evaluated.
However, when group
assignments are used to evaluate the achievement of course Expectations, the
teacher must ensure that this is done on an individual basis. This can be
accomplished in a number of ways:
·
Arrange
individual teacher/student conferences. Student responses to a series of
questions can be used to evaluate Knowledge, Communication Skills, and Making
Connections most easily, but can also be used for inquiry.
·
On a
regular basis, collect and evaluate work journals or log books, where students
describe their role and responsibility in completion of an activity.
·
Students
use reflection journals to describe their learnings related to a certain
activity; teachers then evaluate them for knowledge and making connections.
·
Work
logs and reflection journals can be in formats other than pencil and paper.
Some students might produce more complete and detailed answers by using a tape
recorder or a concept map. This would allow different learning styles to be
addressed.
·
Students
could pool their experimental or research results, and produce an independent,
individual final product that would be evaluated.
·
Students
could contract for different aspects of research or communication for a group
project. This is another opportunity to address individual learning styles.
When evaluating the group presentation, the teacher should be aware of
individual responsibilities.
·
Use
quizzes to evaluate specific Knowledge or Making Connections Expectations
gained through a group activity.
·
Teacher
observation, using a checklist, and on-the-spot questioning can be used to
assess and evaluate expectation achievement on an individual basis.
·
Acquisition
of technical skills could be evaluated in another, individual situation by
means of a summative, practical skills test.
Self-
and peer assessment of individual performances within a group setting are appropriate
and useful to assist students in becoming self-monitoring. However, such
assessments are not to be the basis for evaluation; evaluation is the sole
responsibility of the teacher.
The
knowledge expectations of this course have intrinsic worth as useful
information, but they also serve as vehicles for developing other expectations:
·
acquisition
of knowledge through inquiry develops inquiry skills;
·
connecting
chemical concepts to social and environmental issues develops the necessary
habits of mind for making connections;
·
applying
scientific knowledge to practical problems makes connections to technology;
considering how scientific knowledge is acquired brings understanding of the
role that technology plays in scientific discovery.
During
their study of chemistry, students should be encouraged to develop attitudes
that support the responsible acquisition and application of scientific and
technological knowledge to the mutual benefit of self, society, and the
environment.
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
methods of evaluation.
Assessment
is a process of gathering information and providing descriptive feedback about
student learning. Evaluation is the process of judging work and assigning a
value, based on established criteria.
The purpose of assessment is to
improve student learning. This means that judgements of student performance
must be criterion-referenced so that feedback can be given that includes
clearly expressed next steps for improvement. Tools of varying complexity can
facilitate this.
·
For
assessing/evaluating a test or quiz, a marking scheme is used.
·
Where
completion or non-completion is the issue, a checklist is sufficient.
·
Where
quality of performance is easily identifiable, a rating scale can be used.
·
For
more complex tasks, the criteria may be incorporated into a rubric where levels
of performance for each criterion are stated in language that can be understood
by students.
Teacher
developed rubrics should be task-specific.
Marking
schemes, checklists, rating scales and rubrics become powerful tools for
improving learning when students understand the criteria and levels of
performance before they undertake the task. Discussion of the criteria for
success should be part of every learning task. Wherever possible, students should
be involved in the development of the rating scale or rubric (identifying
criteria and setting levels of achievement in terms they understand).
Assessment
must be embedded within the instructional process throughout each unit rather
than being an isolated event at the end. Often, the learning and assessment
tasks are the same, with formative assessment provided throughout the activity.
In every case, the desired demonstration of learning is articulated at the
beginning and the learning activity is planned to make that demonstration
possible. When planning learning activities for chemistry, this process of
beginning with the end in mind helps to focus on the Expectations and to reduce
the inclination to expand what is taught beyond what is required by the guideline.
Assessment,
Evaluation and Reporting are tied to the Learning Expectations and Achievement
Chart for Science (The Ontario Curriculum, Grades 11 and 12: Science, 2000,
pp 174 - 75). Every learning activity and its assessment should produce data
allowing the teacher to make judgements about performance in one or more of the
Achievement Categories: Knowledge/Understanding, Inquiry, Communications and
Making Connections. Within each unit and across the course, the teachers must
collect sufficient data (in kind and number) to make valid judgements about
students’ performances in all categories.
In
the end, the evaluation of the assessment data is expressed as a percentage
based on Achievement Chart levels. Evaluation must be based on individual
student performance relative to the criteria. Final evaluations should reflect
the teacher’s informed, professional judgement of each student’s most
consistent level of performance in each category of the Achievement Chart.
Added weight should be given to more recent performances.
Teachers
need to use a wide and balanced range of assessment strategies to accommodate
the varied learning styles of all students, to meet the needs of students with
special needs, and to encompass a broadened range of knowledge and skills
expectations. Teachers will consult individual IEPs for specific direction on
accommodation for individuals.
Teachers should provide
opportunities for students to demonstrate learning at all levels of the
Achievement Chart. Strategies include:
·
diagnostic,
formative and summative assessments;
·
performance
tasks and pencil-and-paper instruments (Both are needed to assess the full
range of expectations);
·
teacher
assessment and student (self and peer) assessment. With clearly articulated
criteria, students become partners in the assessment process;
·
individual
and group assessment. (When students are engaged in group tasks it is
appropriate to consider group interaction as an indicator of each student’s
learning skills. However, assessment must focus primarily on each student’s
individual demonstration of the learning expectations.)
Students
of SCH4U need to be properly prepared success in university science courses.
Study skills, including chunking of content, use of different graphic
organizers, and preparation of study sheets, should be integrated into a number
of lessons. Multiple-choice questions should be used as one of a variety of
ways of evaluating a wide range of expectations. Students should experience all
types of questions throughout the course and be taught strategies for answering
them.
Students
would benefit from more than one opportunity to complete an examination. Should
a mid-term examination be administered, an opportunity for feedback and
reflection should be provided.
The Final
30% Evaluation design must allow for evaluation to occur within all four
categories. Examination questions should be equally distributed across the
course units, and consideration should be given to a range of question types,
such as multiple choice, short and extended answer, laboratory-based and
higher-order questions. The written examination could stress
Knowledge/Understanding and Making Connections while the Performance Task could
focus on Inquiry and Communication Skills. There must be a balance of data from
the four categories on the Achievement Level Chart, spread over both the
Written Examination and the Performance Task.
Students
with special needs, whether identified formally or not, need additional
supports to succeed in Grade 12 Chemistry to their full potential. Teachers
should consult individual student IEPs for specific direction on accommodation
for individuals. The following are examples of accommodations and aids that may
be helpful in a general way. Where there are specific accommodations required
in an activity, the suggestions are noted within the activity.
·
Check
the IEPs of identified students for specific modifications in teaching
methodologies and evaluation.
·
Ensure
that peer helpers are available when students are working in small groups.
·
Provide
handout sheets with sample calculations and specific skill instructions.
·
Help
students create data charts into which they record information.
·
Advise
special education staff in advance when students who require their support are
working on major assignments.
·
Advise
ESL/ESD staff in advance when significant written work is required.
·
Have
students keep a science dictionary of terms using pictures and first language
words.
·
Permit
the use of a translation dictionary on assessments.
·
Record
key words on the board when students are expected to make their own notes.
·
Allow
students to report verbally to a scribe (teacher or student) who can then help
in note making.
·
Utilize
student strengths by permitting them a wide range of options for recording and
reporting their work, e.g., drawings, diagrams, flow charts, concept maps.
·
Extend
timelines to give students more time to process language and put their thoughts
into words.
·
Give
readings in advance to students or provide a selection of materials at
different reading levels.
·
Provide
extended timelines in situations where students do not have access to computers
outside of school.
·
Provide
additional time on assessments for dictionary use and processing language.
·
Provide
resources with appropriate reading level when research is required.
Units in this Course Profile make
reference to the use of specific texts, magazines, films, videos, and websites.
The teachers need to consult their board policies regarding use of any
copyrighted materials. Before reproducing materials for student use from
printed publications, teachers need to ensure that their board has a Cancopy
licence and that this licence covers the resources they wish to use. Before
screening videos/films with their students, teachers need to ensure that their
board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor, e.g., Audio Cine Films Inc. The teachers
are reminded that much of the material on the Internet is protected by
copyright. The copyright is usually owned by the person or organization that
created the work. Reproduction of any work or substantial part of any work from
the Internet is not allowed without the permission of the owner.
Bennet,
Barrie and Carol Rolheiser. Beyond Monet - The Artful Science of
Instructional Integration. Toronto: Bookation, Inc., 2001. ISBN
0-9695388-3-9
Brady,
James et al. Chemistry:
Matter and Its Changes. Etobicoke, John Wiley & Sons, 2000.
ISBN 0470831049
Hebden,
James A. Chemistry: Theory and Problems Book Two. McGraw Hill,
Toronto,1980.
ISBN 0070778612
Rayner-Canham
et al. Chemistry: A
Second Course.
Addison Wesley, Don Mills, 1989.
ISBN 0201178850
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
Internet
Public Library – http://www.ipl.org
American
Association for the Advancement of Science – http://www.aaas.org/
Canadian
government and research sites related to science and engineering
– http://www.nserc.ca/relate.htm
CBC
Educational Resources – http://www.cbc.ca/insidecbc/educational/
Education
Network of Ontario – http://www.enoreo.on.ca/
Education
Resources on the web (Canadian site)
–
http://www.educ.uvic.ca/depts/snsc/pages/weblinks/weblinks.htm
Gateway
to Educational Materials – http://www.thegateway.org/
Midwest
Mathematics and Science Consortium (MSC) – http://www.ncrel.org/msc/msc.htm
National
Science Foundation (USA) – http://www.nsf.gov/
National
Staff Development Council – issues of implementation – http://www.nsdc.org/
Online
Resources for Assessment – http://www.rmcdenver.com/useguide/assessme/online.htm
Ontario
Ministry of Education (EDU) – curriculum documents page
– http://www.edu.gov.on.ca/eng/document/curricul/curricul.html
Regional
Education Laboratories in the USA – focus on educational research
– http://www.sedl.org/RELs.html
Science
Teachers Association of Ontario (STAO) links to science sites
– http://www.stao.org/hotlinks.htm
Science
Toys – http://www.scitoys.com/
STAR
Centre for Academic Renewal (Texas) – http://www.starcenter.org/
USA
National Academy of Sciences – http://www.nas.edu/
Students
can apply and refine the skills, knowledge, and habits of mind they acquire in
SCH4U through Cooperative Education, work experience and service placements
within the community.
A work
site placement must be directly connected to the Expectations of SCH4U if it is
to contribute to a student’s perspective of future careers or educational
opportunities. The wording in the document Cooperative Education and Other
Forms of Experiential Learning (Ontario, Ministry of Education, 2000)
provides clear direction, and should be the focus of the personalized learning
plans for students. “The personalized learning plan must include the
following: the Curriculum Expectations of the related course that describe the
knowledge and skills the student will extend and refine through
application and practice at the workplace” (p. 23, emphasis added). The
placement is not intended to introduce the student to the Expectations, but
should connect closely enough that significant Expectations are clearly
extended and refined in a workplace setting. Both workplace and community
experiences may offer unique opportunities for students to achieve a major goal
of SCH4U: “To relate science to technology, society, and the environment,” and
to gain experience in the Science Investigative Skills defined at the beginning
of the course description in the guideline. The personalized placement learning
plan of a student who has an Individual Education Plan (IEP) must be developed
with direct reference to the IEP.
Coded
Expectations, Chemistry, Grade 12, University, SCH4U
SIS.01
- demonstrate an
understanding of safe laboratory practices by selecting and applying
appropriate techniques for handling, storing, and disposing of laboratory
materials (e.g., safely disposing of organic solutions; correctly interpreting
Workplace Hazardous Materials Information System [WHMIS] symbols), and using
appropriate personal protection (e.g., wearing safety goggles);
SIS.02
- select
appropriate instruments and use them effectively and accurately in collecting
observations and data (e.g., use a calorimeter in heat transfer experiments);
SIS.03
- demonstrate the
skills required to plan and carry out investigations using laboratory equipment
safely, effectively, and accurately (e.g., select and use apparatus safely in
an experiment to determine the mass of a metal deposited by electroplating);
SIS.04
- demonstrate a
knowledge of emergency laboratory procedures;
SIS.05
- select and use
appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental results
(e.g., use the Valence Shell Electron Pair Repulsion [VSEPR] model to predict
the shapes of molecules);
SIS.06
- compile and
interpret data or other information gathered from print, laboratory, and
electronic sources, including Internet sites, to research a topic, solve a
problem, or support an opinion (e.g., research the uses of the most commonly synthesized
organic compounds);
SIS.07
- communicate the
procedures and results of investigations for specific purposes by displaying
evidence and information, either in writing or using a computer, in various
forms, including flow charts, tables, graphs, and laboratory reports (e.g.,
construct visual models that explain intermolecular and intramolecular forces);
SIS.08
- express the
result of any calculation involving experimental data to the appropriate number
of decimal places or significant figures;
SIS.09
- select and use
appropriate SI units;
SIS.10
- identify and
describe science- and technology-based careers related to the subject area
under study (e.g., describe careers related to thermochemistry, such as
chemical engineering).
OCV.01 · demonstrate an understanding of
the structure of various organic compounds, and of chemical reactions involving
these compounds;
OCV.02 · investigate various organic
compounds through research and experimentation, predict the products of organic
reactions, and name and represent the structures of organic compounds using the
IUPAC system and molecular models;
OCV.03 · evaluate the impact of organic
compounds on our standard of living and the environment.
Understanding
Basic Concepts
OC1.01 – distinguish among the different
classes of organic compounds, including alcohols, aldehydes, ketones,
carboxylic acids, esters, ethers, amines, and amides, by name and by structural
formula;
OC1.02 – describe some physical properties
of the classes of organic compounds in terms of solubility in different
solvents, molecular polarity, odour, and melting and boiling points;
OC1.03 – describe different types of
organic reactions, such as substitution, addition, elimination, oxidation,
esterification, and hydrolysis;
OC1.04 – demonstrate an understanding of the
processes of addition and condensation polymerization;
OC1.05 – describe a variety of organic
compounds present in living organisms, and explain their importance to those organisms
(e.g., proteins, carbohydrates, fats, nucleic acids).
Developing
Skills of Inquiry and Communication
OC2.01 – use appropriate scientific
vocabulary to communicate ideas related to organic chemistry (e.g., functional
group, polymer);
OC2.02 – use the IUPAC system to name and
write appropriate structures for the different classes of organic compounds,
including alcohols, aldehydes, ketones, carboxylic acids, esters, ethers,
amines, amides, and simple aromatic compounds;
OC2.03 – build molecular models of a
variety of aliphatic, cyclic, and aromatic organic compounds;
OC2.04 – identify some nonsystematic names
for organic compounds (e.g., acetone, isopropyl alcohol, acetic acid);
OC2.05 – predict and correctly name the
products of organic reactions, including substitution, addition, elimination,
esterification, hydrolysis, oxidation, and polymerization reactions (e.g.,
preparation of an ester, oxidation of alcohols with permanganate);
OC2.06 – carry out laboratory procedures
to synthesize organic compounds (e.g., preparation of an ester,
polymerization).
Relating
Science to Technology, Society, and the Environment
OC3.01 – present informed opinions on the
validity of the use of the terms organic, natural, and chemical in the
promotion of consumer goods;
OC3.02 – describe the variety and
importance of organic compounds in our lives (e.g., plastics, synthetic fibres,
pharmaceutical products);
OC3.03 – analyse the risks and benefits of
the development and application of synthetic products (e.g., polystyrene,
aspartame, pesticides, solvents);
OC3.04 – provide examples of the use of
organic chemistry to improve technical solutions to existing or newly
identified health, safety, and environmental problems (e.g., leaded versus
unleaded gasoline; hydrocarbon propellants versus chlorofluorocarbons [CFCs]).
ECV.01 · demonstrate an understanding of
the energy transformations and kinetics of chemical changes;
ECV.02 · determine energy changes for
physical and chemical processes and rates of reaction, using experimental data
and calculations;
ECV.03 · demonstrate an understanding of
the dependence of chemical technologies and processes on the energetics of
chemical reactions.
Understanding
Basic Concepts
EC1.01 – compare the energy changes
resulting from physical change, chemical reactions, and nuclear reactions
(fission and fusion);
EC1.02 – explain Hess’s law, using
examples;
EC1.03 – describe, with the aid of a
graph, the rate of reaction as a function of the change of concentration of a
reactant or product with respect to time; express the rate of reaction as a
rate law equation (first- or second-order reactions only); and explain the
concept of half-life for a reaction;
EC1.04 – explain, using collision theory
and potential energy diagrams, how factors such as temperature, surface area,
nature of reactants, catalysts, and concentration control the rate of chemical
reactions;
EC1.05 – analyse simple potential energy diagrams of chemical
reactions (e.g., potential energy diagrams showing the relative energies of
reactants, products, and activated complex);
EC1.06 – demonstrate understanding that
most reactions occur as a series of elementary steps in a reaction mechanism.
Developing
Skills of Inquiry and Communication
EC2.01 – use appropriate scientific
vocabulary to communicate ideas related to the energetics of chemical reactions
(e.g., enthalpy, activated complex);
EC2.02 – write thermochemical equations,
expressing the energy change as an DH value or as a heat term in the
equation;
EC2.03 – determine heat of reaction using
a calorimeter, and use the data obtained to calculate the enthalpy change for a
reaction (e.g., neutralization of sodium hydroxide and hydrochloric acid);
EC2.04 – apply Hess’s law to solve
problems, including problems that involve data obtained through experimentation
(e.g., measure heats of reaction that can be combined to yield the DH of combustion of magnesium);
EC2.05 – calculate heat of reaction using
tabulated enthalpies of formation;
EC2.06 – determine through experimentation
a rate of reaction (e.g., of hydrogen peroxide decomposition), and measure the
effect on it of temperature, concentration, and catalysis.
Relating
Science to Technology, Society, and the Environment
EC3.01 – compare conventional and
alternative sources of energy with respect to efficiency and environmental
impact (e.g., burning fossil fuels, solar energy, nuclear fission);
EC3.02 – describe examples of technologies
that depend on exothermic or endothermic changes (e.g., hydrogen rocket fuel,
hot and cold packs);
EC3.03 – describe the use of catalysts in
industry (e.g., catalytic converters) and in biochemical systems (e.g.,
enzymes) on the basis of information gathered from print and electronic
sources;
EC3.04 – describe examples of slow
chemical reactions (e.g., rusting), rapid reactions (e.g., explosions), and
reactions whose rates can be controlled (e.g., food decay, catalytic
decomposition of automobile exhaust).
CSV.01 · demonstrate an understanding of
the concept of chemical equilibrium, Le Châtelier’s principle, and solution
equilibria;
CSV.02 · investigate the behaviour of
different equilibrium systems, and solve problems involving the law of chemical
equilibrium;
CSV.03 · explain the importance of
chemical equilibrium in various systems, including ecological, biological, and
technological systems.
Understanding
Basic Concepts
CS1.01 – illustrate the concept of dynamic
equilibrium with reference to systems such as liquid-vapour equilibrium, weak
electrolytes in solution, and chemical reactions;
CS1.02 – demonstrate an understanding of
the law of chemical equilibrium as it applies to the concentrations of the
reactants and products at equilibrium;
CS1.03 – demonstrate an understanding of
how Le Châtelier’s principle can predict the direction in which a system at
equilibrium will shift when volume, pressure, concentration, or temperature is
changed;
CS1.04 – identify, in qualitative terms,
entropy changes associated with chemical and physical processes;
CS1.05 – describe the tendency of reactions to
achieve minimum energy and maximum entropy;
CS1.06 – describe, using the concept of
equilibrium, the behaviour of ionic solutes in solutions that are unsaturated,
saturated, and supersaturated;
CS1.07 – define constant expressions, such
as Ksp, Kw, Ka, and Kb;
CS1.08 – compare strong and weak acids and
bases using the concept of equilibrium;
CS1.09 – describe the characteristics and
components of a buffer solution.
Developing
Skills of Inquiry and Communication
CS2.01 – use appropriate vocabulary to
communicate ideas, procedures, and results related to chemical systems and equilibrium
(e.g., homogeneous, common ion, Ka value);
CS2.02 – apply Le Châtelier’s principle to
predict how various factors affect a chemical system at equilibrium, and
confirm their predictions through experimentation;
CS2.03 – carry out experiments to determine
equilibrium constants (e.g., Keq for iron [III] thiocyanate, Ksp
for calcium hydroxide, Ka for acetic acid);
CS2.04 – calculate the molar solubility of
a pure substance in water or in a solution of a common ion, given the
solubility product constant (Ksp), and vice versa;
CS2.05 – predict the formation of
precipitates by using the solubility product constant;
CS2.06 – solve equilibrium problems
involving concentrations of reactants and products and the following
quantities: Keq, Ksp, Ka, Kb, pH,
pOH;
CS2.07 – predict, in qualitative terms,
whether a solution of a specific salt will be acidic, basic, or neutral;
CS2.08 – solve problems involving
acid-base titration data and the pH at the equivalence point.
Relating
Science to Technology, Society, and the Environment
CS3.01 – explain how equilibrium
principles may be applied to optimize the production of industrial chemicals
(e.g., production of sulfuric acid, ammonia);
CS3.02 – identify effects of solubility on
biological systems (e.g., kidney stones, dissolved gases in the circulatory
system of divers, the use of barium sulfate in medical diagnosis);
CS3.03 – explain how buffering action
affects our daily lives, using examples (e.g., the components in blood that
help it to maintain a constant pH level; buffered medications).
ELV.01 · demonstrate an understanding of
fundamental concepts related to oxidation-reduction and the interconversion of
chemical and electrical energy;
ELV.02 · build and explain the functioning
of simple galvanic and electrolytic cells; use equations to describe these
cells; and solve quantitative problems related to electrolysis;
ELV.03 · describe some uses of batteries
and fuel cells; explain the importance of electrochemical technology to the
production and protection of metals; and assess environmental and safety issues
associated with these technologies.
Understanding
Basic Concepts
EL1.01 – demonstrate an understanding of
oxidation and reduction in terms of the loss and the gain of electrons or
change in oxidation number;
EL1.02 – identify and describe the
functioning of the components in galvanic and electrolytic cells;
EL1.03 – describe electrochemical cells in
terms of oxidation and reduction half-cells whose voltages can be used to
determine overall cell potential;
EL1.04 – describe the function of the hydrogen
half-cell as a reference in assigning reduction potential values;
EL1.05 – demonstrate an understanding of
the interrelationship of time, current, and the amount of substance produced or
consumed in an electrolytic process (Faraday’s law);
EL1.06 – explain corrosion as an
electrochemical process, and describe corrosion-inhibiting techniques (e.g.,
painting, galvanizing, cathodic protection).
Developing
Skills of Inquiry and Communication
EL2.01 – use appropriate scientific
vocabulary to communicate ideas related to electrochemistry (e.g., half-reaction,
electrochemical cell, reducing agent, redox reaction, oxidation number);
EL2.02 – demonstrate oxidation-reduction
reactions through experiments, and analyse these reactions (e.g., compare the
reactivity of some metals by arranging them in order of their ease of
oxidation, which can be determined through observation of their ability to
displace other metals from compounds; investigate the reactivity of oxidizing
agents such as oxygen and various acids);
EL2.03 – write balanced chemical equations
for oxidation-reduction systems, including half-cell reactions;
EL2.04 – determine oxidation and reduction
half-cell reactions, direction of current flow, electrode polarity, cell
potential, and ion movement in typical galvanic and electrolytic cells,
including those assembled in the laboratory;
EL2.05 – predict the spontaneity of redox
reactions and overall cell potentials by studying a table of half-cell
reduction potentials;
EL2.06 – solve problems based on Faraday’s
law;
EL2.07 – measure through experimentation
the mass of metal deposited by electroplating (e.g., copper from copper II sulfate),
and apply Faraday’s law to relate the mass of metal deposited to the amount of
charge passed.
Relating
Science to Technology, Society, and the Environment
EL3.01 – describe examples of common
galvanic cells (e.g., lead-acid, nickel-cadmium) and evaluate their
environmental and social impact (e.g., describe how advances in the hydrogen
fuel cell have facilitated the introduction of electric cars);
EL3.02 – explain how electrolytic
processes are involved in industrial processes (e.g., refining of metals,
production of chlorine);
EL3.03 – research and assess
environmental, health, and safety issues involving electrochemistry (e.g., the
corrosion of metal structures by oxidizing agents; industrial production of
chlorine by electrolysis and its use in the purification of water).
SPV.01 · demonstrate an understanding of
quantum mechanical theory, and explain how types of chemical bonding account
for the properties of ionic, molecular, covalent network, and metallic
substances;
SPV.02 · investigate and compare the
properties of solids and liquids, and use bonding theory to predict the shape
of simple molecules;
SPV.03 · describe products and
technologies whose development has depended on understanding molecular
structure, and technologies that have advanced the knowledge of atomic and
molecular theory.
Understanding
Basic Concepts
SP1.01 – explain the experimental
observations and inferences made by Rutherford and Bohr in developing the
planetary model of the hydrogen atom;
SP1.02 – describe the quantum mechanical
model of the atom (e.g., orbitals, electron probability density) and the
contributions of individuals to this model (e.g., those of Planck, de Broglie,
Einstein, Heisenberg, and Schrödinger);
SP1.03 – list characteristics of the s,
p, d, and f blocks of elements, and explain the relationship between
position of elements in the periodic table, their properties, and their
electron configurations;
SP1.04 – explain how the properties of a
solid or liquid (e.g., hardness, electrical conductivity, surface tension)
depend on the nature of the particles present and the types of forces between
them (e.g., covalent bonds, Van der Waals forces, dipole forces, and metallic
bonds);
SP1.05 – explain how the Valence Shell
Electron Pair Repulsion (VSEPR) model can be used to predict molecular shape.
Developing
Skills of Inquiry and Communication
SP2.01 – use appropriate scientific
vocabulary to communicate ideas related to structure and bonding (e.g., orbital,
absorption spectrum, quantum, photon, dipole);
SP2.02 – write electron configurations for
elements in the periodic table, using the Pauli exclusion principle and Hund’s
rule;
SP2.03 – predict molecular shape for
simple molecules and ions, using the VSEPR model;
SP2.04 – predict the polarity of various
substances, using molecular shape and the electronegativity values of the
elements of the substances;
SP2.05 – predict the type of solid (ionic,
molecular, covalent network, or metallic) formed by a substance, and describe
its properties;
SP2.06 – conduct experiments to observe
and analyse the physical properties of different substances, and to determine
the type of bonding present.
Relating
Science to Technology, Society, and the Environment
SP3.01 – describe some applications of
principles relating to atomic and molecular structure in analytical chemistry
and medical diagnosis (e.g., infrared spectroscopy, X-ray crystallography,
nuclear medicine, medical applications of spectroscopy);
SP3.02 – describe some specialized new
materials that have been created on the basis of the findings of research on
the structure of matter, chemical bonding, and other properties of matter
(e.g., bulletproof fabric, superconductors, superglue);
SP3.03 – describe advances in Canadian research on atomic and molecular theory (e.g., the work of Richard Bader at McMaster University in developing electron-density maps for small molecules; the work of R.J. LeRoy at the University of Waterloo in developing the mathematical technique for determining the radius of molecules called the LeRoy Radius).
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